primary briefing pshee leaders 23 rd june, 2015 agenda
TRANSCRIPT
Primary BriefingPSHEe Leaders23rd June, 2015
Agenda
Starter: “If I were President...”
• Using ‘If I were president’ as a starting point, consider three things you would change in your local area, in the UK and in the world if you were to win an election.
What changes are most likely to happen? What would you personally prefer to see happen? Who else shares such a vision of the future? What needs to change if the preferable future is to become a reality, rather than the probable one? Who is actually working to create such a future? How can we contribute to that preferable future?
"It's not that bad in Mukuru, but I would prefer not to live here. It's different from Nairobi. If it rains there, you don't have to wear gum boots but here because it's so muddy, you must have boots to walk around. There are also many sick people here, my family get sick with pneumonia and we are forced to buy medicines, but they
are very expensive.If I was the President of Kenya, I would change the environment in Mukuru, especially the roads. I would make
them passable. Mud is the problem here. I would try to help the helpless as well.“Polycarp
"I like maths so I want to be an accountant when I grow up, and work in a bank and encourage people to keep their money safe.
If I was President, I would bring better security to Mukuru and also open a hospital here. In Mukuru a lot of people get sick, but when you go to hospital in Nairobi there are far too many people on the ward. If I built a
new hospital we could have just five people on each ward. I would also build new roads here, so there are not so many accidents.“
Patricia
"My favourite subject is science because for you to be a doctor, you need to do a lot of science and that is what I want to be. I want to be a doctor so that I can treat the sick, and help my family and my parents. I think
everyone should have medicine. People get sick in Mukuru because they drink dirty water, or they go to the toilet and there is nowhere to wash their hands. Or they get sick because they eat food with dirty hands.
Sometimes I get ill with malaria, and I also get stomach problems."Deriyne
Latest News in PSHE education
The Government has now confirmed that its response to the Commons Education Committee recommendations on statutory PSHE will be made by 26 June. One option might be to say “we are still considering the recommendations” , but hopefully there will be something firmer on Friday.As ever, no guarantees!
PSHE / SRE as a means of reducing violence against women
• Recommendations from the UN rapportuer on violence against women and girls that SRE be made compulsory in Britain. The full report has now been published by the UN and the wording of the recommendation on SRE is:
• "Ensure a holistic approach to prevention of violence against women and girls by including appropriate and comprehensive education in schools as a compulsory subject, providing adequate training to teachers and other school staff; and developing gender-specific prevention policies".
http://www.sexeducationforum.org.uk/email-your-mp
Latest OFSTED news• The updated OFSTED framework was only published last week, but it is immediately clear
that the new key judgement on ‘Personal development, behaviour and welfare’ will be of particular importance to PSHE practitioners.
• The criteria supporting this judgement emphasise, among other things, employability and safety from risks and it is difficult to see how schools will be able to demonstrate effectiveness without a high-quality PSHE programme.
• In addition to this key judgement, PSHE education makes a significant contribution to a school’s safeguarding strategy.
• Ofsted’s updated safeguarding guidance for inspectors makes clear that a separate report on safeguarding will always be included within the key judgement on leadership and management, making the subject arguably more integral to the new framework.
• See document with key points drawn out.
Sharing Outstanding Practice in Primary PSHE education
Jill Armstrong, The Beacon Primary
Break
NSPCC resources to support PSHE education
Helen O’Sullivan, NSPCC
Main title slideAlways in 354 GreenNSPCC
SCHOOLS SERVICE
Helen O’Sullivan
Area Coordinator - Merseyside
Background to the Service
• ChildLine has been going for nearly 30 years• In 2010 we received around 3,000 contacts every day• Over 80% of children were aged 11+• Many spoke about historic worries, or abuses that had
been going on for sometime but the child did not have language or understanding that they were abuses at the time
• Identified need to reach out to younger children to encourage them to speak to trusted adults sooner
• Piloted in 2010 and launched in 2011
Schools Service Aims• To ensure children have an understanding of abuse in all
its forms, know how to protect themselves and are aware of sources of help
• To provide key safeguarding messages to every child in Year 5 & 6 in UK by 2016
• Visit every primary school every 2 years on rolling programme
• Universal preventative service• Delivered by volunteers, supported and trained by staff
Who’s had the service?• Merseyside - visited 244 schools (some multiple times)
and seen just under 23,000 children• Liverpool – 79 school, but……• 2 now overdue• 41 due next academic year – emails sent• Book over phone – only takes few minutes (available
Thursday and Friday this week – 07971 673 805)• Supported by Phil Cooper at LSCB• Focus on mainstream but non-mainstream deliveries are
being booked during quiet times
Funding
• It is not mandatory to fundraise as we believe all children should receive the service
• However each visit does cost the charity funds (£4.5 million per year at present) and 92% of all our money comes from donations – not government
• You can support us in 1 of 2 ways;– Whole school sponsored event (supported by us and includes
further charity visit, possible assembly and thank you badges)– One-off event (eg dress down, cake sale etc)
• If you’d like to support us please indicate on your form
StructureAssembly:- Introduction to ChildLine and Buddy- Sack of worries exercise- Recap of Definitions of Abuse- Who to turn to / keeping safe discussion- ChildLine Key messages and DVD
Going home pack:- Activity pack including Word search & Crossword linked
with keep safe messages- Buddy stickers
StructureWorkshops:• Welcome back & Recap Quiz• OK / Not OK exercise• Guys Story •My Buddy Kit
Leave behind materials:•Finger flexor•Certificate•Quiz
Parent / carer letters
• Not mandatory as every schools culture is different• Provide template letter which covers what we do, FAQs
for parents and option to opt out child• Can amend it to take out opt out section• Encourage schools to think about reasons if children are
opted out• ChildLine drop in can be discussed
Child Welfare and Protectionissues
• Not primary aim, but volunteers trained in how to respond and procedures to follow (mandatory ongoing safeguarding refresher training is requirement)
• Delivered in 3rd person to minimise risk• Always pass concerns to child protection officer in school
before we leave• Compliment systems already in place• Responsibilities of school and ChildLine confirmed in an
Agreement
Evaluation
We know the ChildLine Schools Service really works from the great feedback we are receiving from children and teachers alike: •98 % of children we visited understood that they had the right to feel safe•97 % said that if they had a problem, they now knew it was best to talk about it•88% thought other children the same age should have the service (10% unsure)•100% of schools would recommend us
Other resources – PANTS
• www.nspcc.org.uk/preventing-abuse/keeping-children-safe/underwear-rule/
• Aimed at parents so they can teach the Underwear Rule and help protect them from abuse. Simple way that parents can help keep children safe from sexual abuse – without using scary words or even mentioning sex
• Free downloadable guides for parents (PDF) and for children (PDF) plus videos, including communicating with deaf children
• Leaflets – can be ordered for school receptions
• Also guides for children and parents with learning disabilities, with autism and in different languages, as well as guidance for foster carers (PDF)
• Privates are private
• Always remember your body belongs to you
• No means no
• Talk about secrets that upset you
• Speak up, someone can help
Other resources – PANTS lesson plans
• www.nspcc.org.uk/preventing-abuse/keeping-children-safe/underwear-rule/underwear-rule-schools-teaching-resources
• The Underwear Rule teaching resource consists of one core lesson that is suitable for Early Years/Foundation/PS1-4 and Key Stage 1. It is written in an easy-to-follow format, giving learning objectives, resources and methodology
• Free to download resources for the Underwear Rule, including
– a lesson plan,
– Teaching resource guidance
– Pupils activity resource
– slide presentation
– Parents letter template
– curriculum links
– supporting information, incl reading lists
Other resources – Education Self-Assessment Tool (ESAT)
• Free• Can be used by the designated safeguarding lead in schools in
England to assess how well they are meeting statutory and recommended safeguarding practices
• Includes useful resources, links to relevant guidance and training and advice on what action to take
• The Tool is a joint initiative between the NSPCC and Times Educational Suppliment– Child Protection: Safety and Security– Pupil Behaviour, Emotional Health and Wellbeing– Working with Parents and Multi-Agency Working– Staff and Governance
• www.esat.nspcc.org.uk
Other resources – Share Aware
• Online Safety Campaign – free guides to download• Aimed at talking to children about staying safe online – teachers
have included in cyber safety lessons• www.nspcc.org.uk/preventing-abuse/keeping-children-safe/share-
aware • Net Aware is for parents (BUT REGULARLY USED BY TEACHER)
– keeps them up-to-date with simple advice on what's new in social networking. We review privacy settings, suitable ages and appropriate content for over 50 sites.
• What we all need to know to help keep your child safe wherever and whenever they go online
• Videos, age guidance, hints and tips• www.net-aware.org.uk
Other resources – NSPCC Adult Helpline
• Phone (0808 800 5000), text (88858) or email ([email protected])
• Free helpline service staffed by NSPCC staff counsellors 24 hours a day, 365 days a year - Don't wait until you're certain if you are worried about a child
• Listen to your concerns, offer advice and support and can take action on your behalf if a child is in danger
• Don’t have to tell us who you are if you don’t want to, or you can ask us not to share your name or contact with the police or social services – used by professionals, especially teachers, regularly
• Seen significant increase to Helpline in recent year
Other resources – Dedicated helplines
• FGM - 0800 028 3550• Modern Slavery - 0800 0121 700• Gangs - 0808 800 500• Child Trafficking Advice Centre - 0808 800 500• Abuse Enquiries, including Operation Yewtree (website
or call main number)• www.nspcc.org.uk/what-you-can-do/report-abuse
Other resources – Information services
• Free service for those who work with children• Can help find latest policy, practise, research and news on child
protection an related services• Submit online enquiry, phone (0808 800 5000) or email
([email protected])• www.nspcc.org.uk/what-you-can-do/get-advice-and-support/
information-service-enquiries • CASPAR - Our current awareness service for practice, policy and
research delivers free weekly email alerts to keep you up-to-date with all the latest safeguarding and child protection news – sign up online
• Huge online library filled with helpful resources
Other resources – NSPCC Training and Consultancy
Other resources –Direct services for children & families
• Together (DART): A ten week group work programme helping mothers and children aged 7 to 15 strengthen their relationship following domestic abuse.
• Family Environment Drug Using Parents (FEDUP): A group work programme that works with children aged 5-12 years offering individual parenting support for parents who misuse drugs or alcohol.
• Connecting with Children In Care A short - term service using a brief solution focussed approach for children and young people aged 5-18 years who are looked after.
• Protect and Respect (Wirral only): is an individual and group therapeutic service for young people aged 11-19 years who are vulnerable to sexual exploitation or who have been sexually exploited.
Other resources –Direct services for children & families
• Parents Under Pressure: A 20 week home visiting programme where there is parental substance misuse and they have a child under 30 months
For more information, leaflets, or to make a referral to our service, please contact us at:
NSPCC Liverpool Service Centre,
Hargreaves Centre,
112 Great Homer Street,
Liverpool,
L5 3LQ
Email: [email protected]
Telephone: 0151 566 1000
Teaching About Mental Health in a Primary Setting
Sonia Cross, Liverpool Healthy Schools Team
This training draws on the following:
The Mental Health Handbook for Primary School Sometimes My Brain Hurts ProgrammeDepartment for Education Mental Health and Behaviour in SchoolsDepartment of Health No Health Without Mental HealthTime to Change trainer packPSHE Association Teacher Guidance: Preparing to teach about Mental Health and Emotional WellbeingLiverpool Public Health and NHS CCG: Children and Young People’s Mental Health and Emotional Wellbeing Strategy.
Question 1:
How many young people will experience a mental health problem in any one year?
A: 1 in 10 young peopleB: 1 in 100 young peopleC: 1 in 1000 young people
Question 2:
What are the two biggest causes of death of males aged 14 to 25? A: Cancer 1st and Diabetes 2nd
B: House fires 1st and Accidents at home 2ndC: Road traffic accidents 1st and Suicide 2nd
Question 3:
What percentage of the killings that take place each year are committed by people with mental health problems? A: 5%B: 25%C: 65%
Facts and Figures
• Young people experiencing anxiety in childhood are 3.5 times more likely than others to experience depression or anxiety in adulthood.*
• Young people in the UK from Black and Minority Ethnic Groups are at higher risk of mental health problems and also may find it more difficult to use mental health services.*
• Despite the impression we get from the media, people with severe mental health problems are more likely to be victims of violent crime than to commit violent crimes. **
• The majority of people recover from mental health problems, especially if they’ve sought help early
*ONS 2004; **Time to Change Website Oct 2013
What is Mental Health?Task – Take 2 minutes to mind-map words associated with mental health.
Overleaf, take 2 minutes to mind-map the words associated with physical health.
Come up with a definition of mental health.
Health is a state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity.(World Health Organisation, 2001)
The strength and capacity of our minds to grow and develop, to be able to overcome difficulties and challenges and to make the most of our abilities and opportunities.(Young Minds, 2006)
What is Mental Illness?A psychiatric disorder can be classified as a change in behaviour, emotions or thought processes (the three main aspects of mental functioning), which is so prolonged and/or severe that it interferes with everyday life and is a handicap for the child or those who care for the child.(Pearce, 2003)
I have a mental health diagnosis but I am
coping well and enjoying my life
I have no diagnosis.I am well and enjoying
my life
I have a mental health diagnosis but
I am not coping and I am not happy
I have no diagnosis, but I am not coping and I am not happy
Mental W
ellbeing
Good wellbeing
Poor wellbeing
Mental health is on a spectrum
Some types of mental health problems
• Depression – low mood, hopelessness, loss of energy• Anxiety disorders – sense of worry, panic, dread which is affecting
someone’s ability to live their life as usual• Eating disorders – may have an unrealistic view of their body shape and
weight. Not just about dieting - often low self esteem or a lack of control over other things.
• Self harm – often a way of coping with emotional difficulties.• Psychosis – change of reality. Sometimes hearing voices and seeing things
that others don’t see / hear. May feel paranoid.
For more information: www.rethink.org www.mind.org www.seemescotland.org
Why do people develop mental health problems?
• Some people feel it is a chemical imbalance in the brain
• Some feel it is all about trauma (everyone has a personal story of trauma, abuse, grief, bullying, separation loss, etc)
• Some feel it is about lack of money or privilege• There are a lot of views but it is important that
someone’s personal view is listened to and respected• There is no one answer
Many people report that stigma is harder to deal with than their actual mental
health problem
• A definition of stigma: Having unfair attitudes about people with mental health problems, so that they get labelled as ‘different’ or ‘strange’.
• A definition of discrimination: Behaving unfairly towards people with mental health problems, e.g. bullying them, or turning them down for a job or course of study.
46
Teaching about Mental Health• Consider the following:• Where might mental health fit into the
curriculum?• Who should deliver it?• What skills will they will require? • How much should be introduced and at what
stage? • What is currently provided and who leads on it?
See highlighted PoS
(SEAL) Social and Emotional Aspects of
Learning• Self-awareness• Motivation• Managing feelings• Empathy• Social skills.
• (How) is it currently implemented, its effectiveness and approaches, staff attitudes and so on. For example, does it depend upon certain individuals?
• What works well and how can SEAL activities or lessons could be extended to include material on mental health.
Philosophy for Children
• Caring• Creative• Critical• Collaborative
• https://vimeo.com/55009112
Why is Mental Health Education Important?
• To raise awareness• Reduce stigma• Enable discussion using appropriate language• Promote access to support• Highlight the importance of early intervention.
Mental Health QuizTrue or False
Facts and Figures• 1 in 10 children and young people aged 5-16 years suffer from a diagnosable
mental health disorder, that is around three children in every class.
• Between 1 in every 12 and 1 in 15 children and young people deliberately self-harm and around 25,000 are admitted to hospital every year due to the severity of their injuries.
• More than half of all adults with mental health problems were diagnosed in childhood. Less than half were treated appropriately at the time.
• Nearly 80,000 children and young people suffer from severe depression. Over 8,000 children aged under ten years old suffer from severe depression.
• 45% of children in care have a mental health disorder. These are some of the most vulnerable people in our society.
• 95% of imprisoned young offenders have a mental health disorder. Many of them are struggling with more than one disorder.
Further Research and Evidence
Being liked and accepted by peers is crucial to young people's health and development; and those who are not socially integrated are far more likely to exhibit difficulties with their physical and emotional health.
(Unicef Report, Child Poverty in Perspective, 2007)
If children and young people have pleasure, engagement and meaning in life, they are likely to experience happiness, life satisfaction, wellbeing and lead more flourishing lives.
(Ward, 2008)
Risk and Resilience
• Factors within the individual
• Factors within the family
• Factors within the school
• Factors within the community.
What do you think that some of these factors might be?
Class teachers see their pupils day in, day out. They know them well and are well placed to spot changes in behaviour that might indicate a problem. The balance between the risk and protective factors is most likely to be disrupted when difficult events happen in pupils’ lives. These include: • loss or separation – resulting from death, parental separation, divorce, hospitalisation, loss of friendships, family conflict or breakdown that results in the child having to live elsewhere, being taken into care or adopted; • life changes – such as the birth of a sibling, moving house or changing schools, and • traumatic events such as abuse, domestic violence, bullying, violence, accidents, injuries or natural disaster. Schools will often be able to support children at such times, intervening well before mental health problems develop.
Diamond Nine ExercisePupils:• understand the difference between mental health and mental illness• learn correct terms to describe mental illness• are aware that mental ill health can affect anyone• can ask questions in a safe environment• are aware that depression is not a choice• can dispel any myths associated with mental health• understand that recovery from mental illness is not only possible but most likely• are aware that there is always someone to talk to• learn what can promote positive mental health.
Order the statements according to importance.Discuss them in relation to each other and give consideration to whether it is more important to raise awareness, focus upon improving access to help, or on promoting the correct terminology to reduce stigma.It is useful to consider what the pupils responses might be to the statements.
Mental Health Topic AreasWhy discuss mental health in primary school?
• Empowering pupils with strategies to support positive mental health is vital
• Exploring derogatory language is helpful• Understanding that people have negative, even suicidal,
thoughts is important• Realising mental health problems are common is good• Knowing how to access advice and support is vital• Appreciating recovery is possible and likely, helps• Realising that there are risk and resilience factors.
What should you cover?• What is mental health?• Why it is important• What goes wrong?• What helps and what does not?• How to access help• How it is portrayed• How to promote positive mental health.
And why?
• Create a better understanding of mental health• Raise awareness of mental health issues• Explore what promotes positive mental health• Examine what impacts in a negative way• Understand how early identification and intervention helps• Provide opportunities for discussion• Protect children from inappropriate media portrayal of mental
health problems• Reduce stigma.
Ground rules
How do I feel?
confused
scared
happy
Have another goHave another go
How do I feel?
bored
angry
excited
Have another goHave another go
How do I feel?
worried
upset
excited
Have another goHave another go
How do I feel?
shocked
happy
bored
Have another goHave another go
How do I feel?
scared
angry
upset
Have another goHave another go
How do I feel?
sad
confused
excited
Have another goHave another go
How do I feel?
happy
worried
annoyed
Have another goHave another go
happy
surprised
bored
worried
sad
shocked
angry
upset
annoyed
excited
confused
scared
What makes me happy?
Reception Lesson Plan
What makes you happy?
Reception Lesson Plan
What do emotions look like?
Walk around the room. When I shout out an emotion word, make your body and face show that emotion.
Year 1 Lesson Plan
How emotions are shown on our body
• In groups, on your outline of one body, label the features that show you the person is sad.
• On the other one, label the features that show you the person is happy.
Year 1 Lesson Plan
Which of the two bodies would you prefer to have – the sad or happy
one?
• What are some of the things that make us sad?• What are some of the things that make us happy?• How can we make someone happy again if they
are sad?
Year 1 Lesson Plan
risk /resilience
On post it-notes write down one thing that you will do to make somebody happier today.
Year 1 Lesson Plan
What do emotions look like?
Pick a picture and think about how that person is feeling.What word would you give to this feeling?Have you ever had the same feeling? What made you feel that way?
Year 2 Lesson Plan
What do emotions look like?
• Now swap cards with somebody who has a different type of emotion in their photograph.
Year 2 Lesson Plan
Emotion words
• Walk around the classroom – when I say ‘stop’ stand on the nearest emotion-word-card.
• Give a sentence containing this word eg, “Peter was worried when his bother did not arrive home on time.”
Year 2 Lesson Plan
A time when I felt …
Excited
Jealous Worried
ScaredUpsetHappy
ProudAngry
Move around the classroom and write about a time when you felt this emotion.
Year 2 Lesson Plan
An apple a day keeps the doctor away …Look around the classroom at the flip chart paper. Which of these emotions would you like to feel mostly?What are some of the things that you can do to help yourself feel like that more of the time?
Symptoms of Mental and Physical Ill health
Year 3 Lesson Plan
Mental Health Collage
What helps? What does not?
Year 3 Lesson Plan
Use photos from newspapers or magazines or childrens’s own artwork to create colourful and eye-catching collage which conveys messages about mental health in a positive way.
Circle of Support
Year 3 Lesson Plan
Draw pictures of people who can help to promote your positive mental health and keep you well.Draw a picture of yourself at the centre.
Listen to Alisha’s Story
At which points in the story might Alisha have been feeling really well, which factors contributed to her mental and emotional wellbeing and at which points might she have felt vulnerable?
Teacher introduces the words resilience and vulnerability.
Year 3 Lesson Plan
Now complete the second column.
Sort out these words – place them on the
continuum between resilience and vulnerability?
Resilient v Vulnerable
Year 4 Lesson Plan
Year 4 Lesson Plan
Anxiety
Self-harm
Depression
Psychosis
Promoting Positive Mental Health Poster
Year 4 Lesson Plan
Year 5 Lesson Plan
Individual
Community
Family
Myth
Reality
Year 5 Lesson Plan
Year 5 Lesson Plan
Distancing techniques - also think about problem pages or drama scenarios.
Design a Mental Health Service for Young People
Year 5 Lesson Plan
Year 6 Lesson Plan
Name of condition:
How man people does it affect?
Signs and symptoms:
Possible outcomes:
Treatment:
Additional Information:
Depression
Anxiety
Bipolar disorder
Schizophrenia
Eating disorders
Self-harm
Obsessive- compulsive disorder
Post-traumatic stress disorder
Psychosis
www.youngminds.org.uk
www.time-to-change.org.uk
www.mentalhealthfoundation.org.uk
www.mhfayouth.org.uk
www.theplace2be.org.uk/why_it_matters.aspx?menuid=2
www.nice.org
www.samaritans.org.uk
www.rethink.org
www.shift.org.uk
www.papyrus-uk.org
http://www.liverpoolfyi.com/
Researching Mental Health Conditions
Year 6 Lesson Plan
Source of Information:
Summary of story or article:
How accurate is this information?
How did you find out about the accuracy?
What is your opinion regarding whether this seemed positive or negative?
Any evidence of stigma, discrimination or negative language?
How high profile was the story?
Mental Health and the Media
Explore language – sort correct and incorrect terminology
Mental Health: What helps?
Mental Health: What hinders?
Year 6 Lesson Plan
Five Ways to Wellbeing
1. Connect2. Be active3. Take notice4. Keep learning5. Give
(www.nef.org)
The best way of assessing someone's psychological wellbeing is to ask them how they feel. (Thompson, 2006)
Classroom display
Coping Strategies for Reducing Stress and Increasing Resilience
Review Supportive listening.
Consider ways that pupils might support a friend who was not feeling mentally well.
Plan of Action
• How will we know that we have made a difference?• What do we intend to do?• By when?• How?• Who is to be involved?• How will parents be engaged?• What are the ground rules?
Lunch
Mindfulness Practice
Kate Dixon, .B and MISP practitioner
Education for Healthy Lifestyles
Chris Price, Liverpool Healthy Schools Team
Focus of the workshopKS1Pupils should have the opportunity to learn: 1.what constitutes a healthy lifestyle including the benefits of physical activity, rest, healthy eating and dental health 2.to recognise what they like and dislike, how to make real, informed choices that improve their physical and emotional health, to recognise that choices can have good and not so good consequences
KS2Building on Key Stage 1, pupils should have the opportunity to learn:
1. what positively and negatively affects their physical, mental and emotional health (including the media)
2. how to make informed choices (including recognising that choices can have positive, neutral and negative consequences) and to begin to understand the concept of a ‘balanced lifestyle’
3. to recognise opportunities to make their own choices about food, what might influence their choices and the benefits of eating a balanced diet
4. to recognise how images in the media do not always reflect reality and can affect how people feel about themselves
5. to reflect on and celebrate their achievements, identify
What is the difference between
Physical Activity, Sport &
PE?
Physical Activity
Physical activity is defined as any bodily movement
produced by skeletal muscles that requires energy
expenditureWHO
Physical Education
Physical Education is planned, progressive learning that takes place in school curriculum timetabled time and
which is delivered to all pupils. This involves both “learning to move” (i.e. becoming more physically
competent) and “moving to learn” (learning through movement, a range of skills and understandings beyond the physical activity, such as co-operating with others).
The context for learning is physical activity, with children experiencing a broad range of activities, including sport
and dance.
Sport
An activity involving physical exertion and skill in which an individual or team competes
against another or others for entertainment.or
a contest or game in which people do certain physical activities according to a specific set of
rules and compete against each other
Children and young people aged 5 to 18Children and young people aged 5 to 18 should do at least 60 minutes (one hour) of aerobic activity every day. This should include a mix of:
moderate-intensity activities: this means your child is working hard enough to raise their heart rate and break a sweat
vigorous-intensity activities: this means they're breathing hard and fast, and their heart rate has gone up quite a bit
Moderate-intensity activity means you're working hard enough to raise your heart rate and break a sweat. One way to tell if you're
working at a moderate intensity is if you can still talk but you can't sing the words to a song.
Examples of activities that require moderate effort for most young people include:•walking to school•playing in the playground•riding a scooter•skateboarding•rollerblading•walking the dog•Cycling on level ground
Vigorous-intensity activity means you're breathing hard and fast, and your heart rate has
gone up quite a bit. If you're working at this level, you won't be able to say more than a few
words without pausing for a breath.
What counts as vigorous-intensity activity?Vigorous-intensity activity is associated with better general health, stronger bones and muscles as well as higher levels of self-esteem.
Examples of activities that require vigorous effort for most young people include:•playing chase•Energetic dancing•Swimming •gymnastics•Football•running•rugby•martial arts, such as karate•Cycling fast or on a hilly terrain
Did you know?
1 in 4 children believe playing computer games is a form of
exercise!
Youth Sport Trust, 2015
How much Energy do you use?
worksheet
Higher or lower
Hiking370 Kcals
DancingHigher or lower than hiking?
(370kcal)
Dancing330 Kcal
AerobicsHigher or lower than Dancing?
(330kcal)
Aerobics 480 Kcal
Golf (walking and carrying clubs)
Higher or lower than Aerobics(480kcal)
Golf330 Kcal
Weight training (general light workout)
Higher or lower than Golf(330kcal)
Weight training220 Kcal
Running/ jogging (5 mph)
Higher or lower than weight training(220kcal)
running / jogging590 Kcal
Swimming (slow freestyle laps)
Higher or lower than running / jogging(590kcal)
Swimming510 Kcal
Light gardening / yard work
Higher or lower than swimming(510kcal)
Light gardening330 Kcal
Bicycling
(less than 10 mph)Higher or lower than light gardening
(330kcal)
Bicycling290Kcal
Heavy yard work (chopping wood)Higher or lower than bicycling
(290kcal)
Heavy yard work440 Kcal
Walking(3.5 mph)
Higher or lower than heavy yard work?(440kcal)
Walking280Kcal
Bicycling (more than 10 mph)
Higher or lower than walking(280kcal)
Bicycling (+10mph)590 Kcal
StretchingHigher or lower than bicycling
(590kcal)
Stretching180Kcal
Basketball (vigorous)
Higher or lower than stretching(180kcal)
Basketball 440 Kcal
End
Four aspects of fitness
• Strength - The maximum amount of force a muscle, or a group of muscles can exert in a single effort.
• Speed - is the ability to cover a distance or perform a movement in a short time
• Suppleness - is the range of movement across a joint• Stamina - It is the ability to perform a skill or take part
in activity for a long period of time
worksheet
Recovery
Eat well Plate
http://www.grainchain.com/Fun_and_games/healthy/11-14_FoodOnAPlate.html
Activity
Line up
Energy Input - Expenditure
http://www.foodafactoflife.org.uk/Activity.aspx?siteId=15§ionId=64&contentId=214
Action Planning in Primary PSHE education
Clare Wilson, Much Woolton
Action Planning for PSHEe
• How Does Your School/Setting Action Plan for PSHEe?
Where to start… Strengths Evidence Impact
One hour of quality PSHE being taught per week to each class.
Class TimetablesPSHE/PPA TimetablesLesson Observations
Building confidence, self-esteem, improving behaviour, developing speaking and listening skills.
Use of Peer Mentors on playgrounds.
Observing PlaytimesDiscussions with pupils and SAs.
Children have trained Peer Mentors to talk to if they are unhappy etc. during playtimes. This is saving teachers dealing with situations after break time and therefore not wasting teaching and learning time.
Pupil / Parent Surveys
Health & Well-Being Survey (pupils)
E-Safety Survey (pupils / feedback sent to parents)
SMSC Survey (parents)
Area of Development Action Required Persons Involved Cost Completion Date Evaluation / Notes
SMSC / E-Safety Training for staff and Govs.
Staff Twilight C. Wilson / ParentZone N/A Autumn 2015
E-Safety Workshop for Parents
After school C Wilson/Parentzone N/A (Raffle Prize donated to
encourage parental attendance
Autumn 2015
Develop AUP for Pupils Source New Child friendly AUP
C Wilson N/A Autumn 2015
Liverpool School Parliament
Book transport to and from sessions
HLTA / C Wilson Taxis approx. £30 per trip x 5
Ongoing
CPD - PE Conference Deliver workshop to colleagues from other
schools
C. Wilson / S. Tiffany (LEA) Supply CoverNo cost for conference though as participating
12th June 2015
CPD – PSHE Co-ordinator Briefing/s
Deliver session on PSHE delivery to colleagues from
other schools
C Wilson / J. McCann (LEA) Supply Cover x 3 24th June 2015
Health & Well-Being Thematic Week
Organise outside agencies to present workshops/
fundraiser for Sing2Sing/ Sports Day
C. Wilson / All Staff / Little Leagues / Community Links
N/ A
Sports Day £200 TBC
W/C 29th June 2015
Delivery of PSHE Lessons / SRE /SMSC
Review SOW as a staff and fully integrate SRE into the Curriculum – Staff Twilight Update SMSC Gridtracker
C Wilson / HLTA? / All Staff £200 approx.
Summer 2015
Educational VisitCo-ordinators Annual
Briefing
Attend training C Wilson Supply Cover Date TBC
Much Woolton Catholic Primary School Action Plan 2015-2016 Health & Well-Being (PSHE/ E-Safety/ EVs)
SMSC Grid Tracker
Useful tool to help track SMSC
www.opeus.org
https://www.gridmaker.net/mwcps/index.php
Health & Wellbeing Week 2015
W/C 29th June 2015 Monday –Bullybusters Workshops PM – Assembly and Screening of E- Safety Movie made by Year 4 ICT ClubTuesday – AM NSPCC workshops PM Year 6 Road Safety WorkshopsWednesday – AM Merseyside Police Stranger Dangers / Nitrous Oxide Talk and E-Safety lesson delivered by all staff PM – Whole School Sports Competition organised in phase groups (inter-house comps)Thursday - AM KS2 Presentation by Chris Foy (Premiership Ref. & Police Officer) Motivational & E-Safety PM – Whole School Fundraiser for Sign 2 Sing (deaf awareness)Friday - Whole School Sports Day (phase groups) Parents invitedMonday – Phase Group Workshops – Mental Health (Julie McCann)
How do you evidence the impact that PSHEe is
having in your school?
Executive Summary(Health & Wellbeing)
We have 97% attendance98% of Year 6 children can all swim 25m98% of all Pupil Premium children have taken part in at least one extra-curricular activity this academic year54% of KS2 have represented our school in at least one Level 2 sporting competition100% of KS1 children are provided with at least one piece of fruit each day. KS2 are able to purchase fruit during break times and we currently purchase 100 pieces per weekAll children receive 2 hours per week of PE, one hour provided by a specialist coach and an additional hour delivered by class teachersWe are currently delivering 22 different extra-curricular activitiesVulnerable groups are regularly targeted to join our ‘Change 4 Life’ programmeWe have 77% of KS1 eating a healthy school meal each day and 42% of KS275% of KS1 drink milk daily in school and 39% in KS2100% of Year 5 have passed their cycling proficiency badgeOur school is represented at the Liverpool Schools Parliament by members of our School Council
2015 / 16 CPD
http://think.direct.gov.uk/resource-centre/
Red Cross Stay Safe Resources
Lesson 1 Gender Stereotypes and EqualityLesson 2 The World of WorkLesson 3 Influences on Choices and Positive Role ModelsLesson 4 Hopes and Aspirations
Closing Comments and Evaluations